Search for promoter sites of prokaryotic DNA using learning techniques

Using learning techniques previously described in this journal, we have built an expert system able to point to the start DNA point of a sequence and therefore to recognize a promoter. However, to build this system, we have focused on the TATA box and its environment. We have used this expert system to look for new promoters and also to construct new promoters. The results obtained are discussed.     

Computer search of calcium binding sites in a gene data bank: use of learning techniques to build an expert system

Using a learning set of 28 sequences able to bind calcium (each sequence is 12 residues long), we have built two filters by learning on this set. The first filter uses a pattern-matching technique and the second one takes into account the environment of amino-acids. These two filters have been used to find new calcium-binding proteins in a data bank. The results are discussed.     

Analysis of variations of handling-time inTrichogramma maidis

Variation in handling-time is studied in the association betweenTrichogramma maidis Pintureau & Vœgelé [Hym.: Trichogrammatidae] and one of its factitious hosts: the eggs of the Mediterranean flour mothEphestia kuehniella Zeller [Lep.: Pyralidae]. It is shown that the duration of egg laying behaviour decreases exponentially from the first host egg encountered onwards. This decreasing kinetic, which corresponds to a learning ability, shows a high variability between females, but a mother-daughter regression analysis fails to demonstrate any genetic transmissibility of this learning ability over 2 successive generations. Once the learning is over, there remains a residual variability which is, in part, under genetic control. The possible consequences of these results on the stability of host-parasite associations are discussed.      

The effect of manganese-induced hypercholesterolemia on learning in rats

Since the exact mechanism of manganese (Mn)-induced learning disability is not known, we investigated the role of elevated cholesterol in rats exposed daily to 357 and 714 μg Mn/kg for 30 d. Significant Mn accumulation was accompanied by increased cholesterol content in the hippocampal region of Mn-treated rats. The learning, which is based on the time needed to reach food placed at the exit of a T-maze after a 1-d training period, was significantly slower in exposed rats than in unexposed rats. The rats receiving 357 and 714 μg Mn/kg reached the food in 104.5±13.8 and 113.3±25.7 s, respectively, on d 30, whereas their untreated counterparts reached the food in 28.7±11.4 s. This delay was completely corrected to 29.3±7.8 and 30.7±6.0 s in rats with coadministration of an inhibitor of cholesterol biosynthesis with 357 and 714 μg/kg of Mn. The correction of impaired learning was associated with the normalization of hippocampal cholesterol, but the Mn level in this region of the brain was not influenced in rats treated with a drug that inhibits cholesterol biosynthesis. These results suggested that Mn-induced hypercholesterolemia is involved in Mn-dependent learning disability.     

Stimulus enhancement and spread of a spontaneous tool use in a colony of long-tailed macaques

In a captive group of long-tailed macaques, tool-using behavior by a single competent individual had a significant effect on the synchronous manipulative behavior of naïve animals. Group members engaged in manipulations on the same object class more frequently during times when the model was working than when it was not. The form of their behavior, however, in no way resembled the technique used by the model. All three animals that later became successful tool users were among the few subjects that exhibited a significant increase in manipulations on the same object class while the model was working. Possible causal relationships between this stimulus enhancement and the transmission of the new behavior to other group members are analyzed and discussed.     

Effects of chlorogenic acid-and tomatine-fed caterpillars on the behavior of an insect predator

If generalist insect predators are a selective force contributing to patterns of feeding specialization by insect herbivores, then predators should be deterred from eating allelochemical-fed prey. The attack and feeding behaviors of naive predators (Podisus maculiventris stinkbugs) reared on control caterpillars (Manduca sexta) fed plain diet were compared to experienced predators reared on caterpillars fed tomato allelochemicals. Tomatine-fed prey were found more quickly by both naive and tomatine-experienced predators, and chlorogenic acid-experienced predators were more stimulated to begin searching for prey. However, experienced predators were less likely to attack both chlorogenic acidfed and tomatine-fed caterpillars than were naive predators. These results indicate that allelochemical-fed prey were easier for predators to locate, but allelochemical-containing prey often deterred predation by experienced predtors.     

The oviposition behavior ofAphidius ervi andMonoctonus paulensis (Hymenoptera: Aphididae) encountering different host species (Homoptera: Aphididae) in sequential patches

Two-day-old mated females ofAphidius ervi Haliday andMonoctonus paulensis (Ashmead) were each provided with two sequential host patches. Patches were comprised of plastic petri dishes containing either 15 pea aphids,Acyrthosiphum pisum (Harris), or 15 alfalfa aphids,Macrosiphum creelii Davis. Both wasp species parasitized more hosts in patches containing pea aphids than in those containing alfalfa aphids, regardless of sequence. Females ofA. ervi also laid more eggs per aphid in patches containing pea aphids than in patches containing alfalfa aphids. When both patches contained alfalfa aphids,M. paulensis females parsitized more aphids in the second patch than in the first. Fewer alfalfa aphids were parasitized in the second patch when the first patch contained pea aphids, and fewer eggs were laid per alfalfa aphid. Parasitoid females of both species exhibited consistently higher rates of oviposition into their preferred host species and adjusted their reproductive allocation to hosts and host patches as a function of their experience in previous patches.     

Do chimpanzees cooperate in a learning task?

The aim of this study was to assess the ability of chimpanzees (Pan troglodytes) to cooperate in an instrumental task. A specially constructed fruit distributor was presented to a group of six captive chimpanzees. A cooperative response required two chimpanzees: both had to pull a handle simultaneously to make a fruit fall into the cage. The dominant male of the group and an infant produced most of the operant responses, and the male got nearly all the fruits. Other conspecifics avoided the dominant male at the apparatus. Social influences appear to limit the possibility of co-operation between individuals because a certain level of interindividual tolerance is required. The results revealed a significant increase in the number of pulls each time both chimpanzees were together at the apparatus. Operant chimpanzees learn to coordinate their actions in time and space.